by Diana Southall | Jun 2, 2015 | performance, rewards
“Doing performance coaching right means 42% higher productivity.” (Bersin report: High-Impact Performance Management: Using Goals to Focus the 21st-Century Workforce)
The jury is not still out, the key to the care and feeding of great employees is coaching them clearly, positively and often.
In fact, based on a recent survey, the Zenger Folkman group (authors of the Exceptional Leadership book) that employees had a preference for receiving corrective feedback 3 times the level of their preference for receiving positive feedback!
Are you avoiding that corrective feedback? You are actually doing more harm ignoring your staff than just being honest and coaching them where they need it.
Some Zenger Folkman statistics- based on the best and worst leaders (as givers of feedback):
| Engagement measure |
Worst leaders
(10th percentile)
|
Top leaders
(90th percentile)
|
| Intent to quit |
42%
|
15%
|
| Perceived opportunities |
33%
|
70%
|
| Feel fairly treated |
28%
|
73%
|
If you avoid giving feedback (corrective or positive) then this has a dramatic negative impact on the performance of your team.
What should they prioritize? How can they know how to improve? How can they feel challenged?
You can evaluate your own preferences for giving and receiving feedback with this short assessment.
If you find that you are avoiding giving feedback, you may want to develop these skills to enhance your team’s performance and ultimately your job performance, too.
by Diana Southall | May 19, 2015 | action plans, coaching, performance
My last article (Always a Crisis- Part 1) gave an example of “Chase” – a newly promoted supervisor who is struggling with his promotion to a new role.
I outlined the three main causes of performance gaps and four action steps to uncover the underlying cause and related solutions.
Once you identify the source and jointly develop a performance action plan, we will need to coach weekly towards improvement.
- One possible outcome is that the person is making progress, although possibly not as fast as you would like. Be patient and keep working with someone who is trying their best.
- Another possible outcome is that there is very little noticeable improvement in the first 30 days. Now you have to determine if this is a motivation issue or an ability issue.
Ability scenario – After about 60 days if you continue to witness that the person is “always in crisis,” the solution may be to move back to a role that has a short time span (daily tasks, tasks in natural sequence) rather than important projects.
Sometimes the solution is temporary – scale back the scope of the job with smaller “bites” to allow this person progress in competencies that take time to develop. Sometimes even with a slower development, this person make lack the necessary competencies.
In addition to weekly coaching, a monthly status update (end of month 1, 2, 3) is important to discuss progress and revise your action plan. It is important that you recognize effort and improvement, even if it is not as fast as you desire.
Motivation scenario– Sometimes you find that even with a great training plan, he does not make the expected effort. For example, the person does not complete the training action items or make seem to attempt changes to work habits or other behaviors. This is a symptom of a lack of motivation—it is possible he can do it, but chooses not to. No amount of coaching will improve the athlete if they are not “doing the reps.” Then this is a separate conversation.
If progress is not being made, then a crucial conversation needs to be clear on the potential consequences (change in role, move to another job, loss of job) before it happens.
This is not an easy situation to resolve, and requires a thoughtful and candid approach with a willingness of both parties to work together to identify the source and solutions.
Done well, even with a change back to his old job, you can retain and engage Chase as a valuable team member.
Done poorly, Chase loses engagement and will likely leave in a year or less. Or worse, you ignore the situation and Chase flounders in the job longer, losing his motivation and not providing the performance you need to serve your customers and the rest of the team.
Image courtesy of Stuart Miles at FreeDigitalPhotos.net
by Diana Southall | May 12, 2015 | action plans, coaching, culture, job fit, performance
“Chase left our conversation abruptly. Across the plant floor, he had spotted a problem and rushed to make a correction. He was apologetic on his return. “Sorry, but this is why I called you today. I feel like a two armed octopus. There are eight things that need to happen, but I can only work on two problems at a time. Things get out of control about fifteen minutes into the day. And they never stop. At the end of the day, I look at my boss’ list of projects and the important things never seem to get worked on. There is always a crisis.” (Excerpt from Tom Foster management blog, 11/28/14)
Do you have an employee who is struggles with performing in their new role (either a new hire or an existing person who you gave a different responsibilities)?
How do you think “Chase” is feeling? Delighted this new position is overwhelming? Going home feeling a sense of accomplishment? Feeling like a success? Most likely Chase is disappointed and frustrated, as he wants to do a great job and feel competent.
After all, you thought he had what it takes to this this job well. And you hold the keys to finding out if this is a temporary training issue or a mis-match of his attributes to what is required to fill the role.
If you have a Chase on staff, I recommend evaluating for job fit through the following steps, and then jointly outlining a plan to give him the training, tools, and support to potential succeed.
If you both make an effort to develop his knowledge, skills, and competencies, he has a fair chance to do well.
Three main causes of performance gap, based on ability:
- Person isn’t ready—needs more skill development
- Person needs systems- may excel if given a structured process to plan and monitor work
- Person isn’t a fit to job role- lacks key competencies that are difficult to develop in short term
Your Action Steps
- Evaluate for job fit- identify the cause of gap
- If coachable gaps, jointly create and implement a training action plan with Chase
- Develop and coach on process and systems
- Coach weekly towards improvement. If slow progress be patient and keep going. If there is no noticeable improvement or it is not lasting, more intervention is needed.
See next article for tips on a 90 day coaching plan for performance improvement “Always a Crisis— Part 2”
Image courtesy of Stuart Miles at FreeDigitalPhotos.net
by Diana Southall | Feb 24, 2015 | job fit, performance
“10 Competencies of the High Performer”
A great infographic image from management consulting firm CEB gives you a quick list of the 10 competencies in high performing players. (I have grouped them by categories.)
Interpersonal:
- Works well on teams
- Able to influence
- Possesses self and organizational awareness
Work habits:
- Agile learner
- Able to prioritize
Decisions/ results:
- Effective problem solver
- Decision maker
- Proactive
Skills:
Good judgment, team player, aware and influential, quick learner?
Who wouldn’t want these players on their team!
I think you will agree this list is on-target. The challenge is finding these people and then getting them to join your team…
The graphic also indicates 4 ways to be sure you are providing the “Care and Feeding” that high performers expect, or they will take their high demand skills elsewhere.
Learn more about how you can use the People Plan to find, build and reward your “Hi Performers” below.
by Diana Southall | Jun 17, 2014 | action plans, coaching, performance
When we have an employee who seems to be struggling with part of the job, we think back and exclaim “but she was trained!”
Often a person has been “trained” but still does not adequately complete the job duties.
There are multiple reasons “training” doesn’t succeed:
- It was not comprehensive enough- just covering the basics does not convey enough information
- It was given too fast in too short a period of time (everyone learns at a different rate)
- The trainer only demonstrated the skill, and did not have the trainee practice it twice with coaching
- Training did not match the learner’s best learning method (Some people learn better by listening, some via doing it, some by reading)
- The trainer did not have adequate knowledge or verbal skills to impart all informa tion (if someone knows 70% then they train 70% of that and trainee gets 49% of it.
The basic solution is to re-visit the skill or knowledge that needs to be taught, and to systematically review this information.
Seasoned trainers also regularly check to make sure the trainee is absorbing the information, by asking for some sort of demonstration of learning. (“Okay, now I would like you to show me how you would enter a new order.”)
Once you have verified that the person was adequately trained or re-trained, you need to keep the knowledge active. Give the person the opportunity to use it periodically and coach for improvement.
If you don’t see improvement over time then you have your answer “will training help?” – and look for other causes (usually job fit related).
Image Courtesy of FreeDigitalPhotos.net.
